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Research into practice: Scaffolding learning processes to improve speaking performance

Published online by Cambridge University Press:  14 March 2017

Christine C. M. Goh
Christine C. M. Goh*
Affiliation:
National Institute of Education, Nanyang Technological University, Singaporechristine.goh@nie.edu.sg
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Abstract

This article is a personal view of the application of results from three areas of research that I believe are relevant to developing second language speaking in the classroom: task repetition, pre-task planning and communication strategies. I will discuss these three areas in terms of level of research application – where research is not applied well (task repetition), where it is reasonably well applied (pre-task planning), and where it may have been over-applied (communication strategies). For each area I briefly review the relevant research to highlight how teachers can potentially apply the research findings to scaffold learning processes in speaking. I will also suggest how much of the research is getting through to teachers and being taken up in day-to-day teaching of English. I draw mainly on my own extensive experience as a teacher educator for over 20 years working with pre-service English teachers of bilingual students in Singapore schools and in-service teachers attending professional development courses or pursuing Master's degree studies, as well as college English as a foreign language (EFL) teachers from the People's Republic of China receiving postgraduate teaching certification in English language teaching (ELT) and higher degree qualifications in my university each year. I will also include some observations about classroom practice based on a survey of selected course books.

Type
Thinking Allowed
Information
Language Teaching , Volume 50 , Issue 2 , April 2017 , pp. 247 - 260
Copyright
Copyright © Cambridge University Press 2017 

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